Paradise Unified School District
School: Paradise High School
Department: Visual and Performing Arts
Course Title: Introduction to Art
Grade Level: 9th-12th grades
Length: One year, two semesters for 10 credits
Fulfills UC and CSU requirements and Paradise High School graduation requirements
Prerequisite: None
Course Description:
This beginning art class is a hands on studio class in which students will have the opportunity to
create both two and three-dimensional works of art using a variety of mediums and techniques such
as pencil drawing, watercolor painting, color pencil, pen and ink, acrylic painting, oil pastels, paper
collage, and clay. This course will introduce students to the elements and principles of design.
ESLRs: Expected School-Wide Learning Results
School Motto: RISE UP
Respectful…of self, others, and environment (in the art classroom; respectful use of materials,
respect for their own and other students’ artwork, active listening to teacher)
Informed…through finding, evaluating, and using information from a variety of sources (in
the art classroom; class discussion and critiques of student work, , use of the Internet, the textbook,
and art books to research an artist or art style)
Safe…personally, emotionally, and physically (in the art classroom; using tools responsibly,
following procedures, daily communication between students and teacher and instructional aides)
Excellent…in order to reach high levels of educational and academic success for all (in the
art classroom; giving the best effort in art projects, all assignments turned in on time, daily
participation, working in art from bell to bell)
United…by understanding and honoring individual differences to work toward a common
goal (in the art classroom; keeping a positive learning environment free from bullying and
inappropriate language)
Purposeful…through engagement in learning and working towards a personal vision for the
future (in the art classroom; creating student portfolios of artwork for art competitions, personal
collections, and entrance into art schools or advanced classes)
Course Goals, Standards, and Student Objectives:
Visual Art Standard 1.0: Artistic Perception. Students perceive and respond to works of art,
objects in nature, events, and the environment. They also use the vocabulary of the visual
arts to express their observations.
Students will develop perceptual skills and visual arts vocabulary.
Content Standards:
1.1
Identify and use the principles of design to discuss, analyze, and write about visual aspects in
the environment and in works of art, including their own.
1.2
Describe the principles of design as used in works of art, focusing on dominance and
subordination.
Students will analyze art elements and principles of design.
Content Standards:
1.3
Research and analyze the work of an artist and write about the artist’s distinctive style and its
contribution to the meaning of the work.
1.4
Analyze and describe how the composition of a work is affected by the use of a particular
principle of design.
Students will analyze the impact of media choice.
1.5
Analyze the material used by a given artist and describe how its use influences the meaning
of the work
1.6
Compare and contrast similar styles of works of art done in electronic media with those
done with materials traditionally used in visual arts.
Visual Art Standard 2.0: Creative Expression. Students apply artistic processes and skills,
using a variety of media to communicate meaning and intent in original works of art.
Students will develop skills and processes to effectively use materials and tools.
Content Standards:
2.1
Solve a visual arts problem that involves the effective use of the elements of art and
principles of design.
2.4
Review and refine observational skills.
Students will communicate and express themselves through original works of art.
2.5
Create an expressive composition, focusing on dominance and subordination.
2.6
Create a two-dimensional or three-dimensional work of art that addresses a social issue.
Visual Arts Standard 3.0: Historical and Cultural Context. Students analyze the role and
development of the visual arts in past and present cultures throughout the world, noting
human diversity as it relates to the visual arts and artists.
Students will analyze the role and development of the visual arts.
Content Standards:
3.1
Identify similarities and differences in the purposes of art created in selected cultures.
3.2
Identify and describe the role and influences of new technologies on contemporary works of
art.
Students will analyze the diversity of the visual arts.
Content Standards:
3.3
Identify and describe trends in the visual arts and discuss how the issues of time, place, and
cultural influence are reflected in selected works of art.
3.4
Discuss the purposes of art in selected contemporary cultures.
Visual Arts Standard 4.0: Aesthetic Valuing. Students analyze, assess, and derive meaning
from works of art, including their own, according to the elements of art, the principles of
design, and aesthetic qualities.
Students will analyze and derive meaning in art.
Content Standards:
4.1
Articulate how personal beliefs, cultural traditions, and current social, economic, and
political contexts influence the interpretation of the meaning or message in a work of art.
4.2
Compare the ways in which the meaning of a specific work of art has been affected over
time because of changes in interpretation and context.
Students will make informed judgments.
Content Standards:
4.3
Formulate and support a position regarding the aesthetic value of a specific work of art and
change or defend that position after considering the views of others.
4.4
Articulate the process and rationale for refining and reworking one’s work of art.
4.5
Employ the conventions of art criticism in writing and speaking about works of art.
Visual Arts Standard 5.0: Connections, Relations, Applications. Students apply what they
learn in the visual arts across subject areas. They develop competencies and creative skills
in problem solving, communication, and management of time and resources that contribute
to lifelong learning and career skills. They also learn about careers in and related to the
visual arts.
Students make connections and applications.
Content Standards:
5.1
Design a advertising campaign for a theatre or dance production held at a school, creating
images that represent characters and major events in the production.
5.2
Create a work of art that communicates a cross-cultural or universal theme taken from
literature or history.
Students acquire visual literacy.
Content Standards:
5.3
Compare and contrast the ways in which different media (television, newspapers, magazines)
cover the same art exhibition.
5.4
Demonstrate an understanding of the various skills of an artist, art critic, art historian, art
collector, art gallery owner, and philosopher of art (aesthetician).
Teaching Strategies:
Teacher demonstrations of techniques
One-on-one teacher to student help
lectures and notes on vocabulary
Guest artists and speakers
Media Presentations; Power Point slides/Videos
Group work- discussions/ problem solving
Internet sites for research
Written assignments/quizzes
Class critiques of student work
Participations points for daily work
Careers:
Artist/ Illustrator
Art restorer/ Curator
Art teacher
Graphic Designer
Fashion Designer
Stage Designer
Product Designer
Course Outline:
Make large student folders that will become portfolios of student work throughout the year.
Learn the elements of art (line, space, form, shape, texture, value, color) as they apply to the
projects in progress.
Focus on using the principles of art (contrast, balance, movement, rhythm, pattern,
emphasis, unity) in artwork. Each principle of art will be taught separately through art
projects and PowerPoint presentations.
Learn about drawing tools ( HB,#2B, #4B,#6B pencils, erasers, blenders, and hand held
pencil sharpeners) and techniques used for shading and creating texture in drawings.
Explore color theory through color pencil techniques, colored pens, oil pastels, watercolor
painting, and acrylic painting.
Assemble 3 dimensional sculptures using clay, paper, or wire.
Compare and contrast a variety of art styles from different cultures and art periods in history
using the vocabulary of art through class critiques and essays.
Create a theme and make a statement about a social issue by using words combined with
illustrations.
Expressively use symbols or a style to create a mood in a self-portrait.
Show art work and compete in various art venues
Key Assignments:
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Contour Drawing of organic and geometric objects
Positive and negative shapes collage
Still-life Value Drawing
Watercolor landscape
Architectural Drawing and perspective
Pen and Ink composition
Scratchboard art
Animal Drawing
Pointillist composition
Portrait Drawing
Ceramics
Pop Art painting
Kaleidoscope design
Evaluation Techniques:
Art work Rubrics-based on
Composition/Design, Creativity, Craftsmanship, Completion,
Use of time, Care of materials
Vocabulary Test, Oral and Written Questions
Daily Participation Points
Resources:
Classroom textbook: Exploring Visual Design, Gattoo, Porter, Selleck (Davis Publications)
Art Talk, Ragans (Glencoe Publications)
Exploring Art, Mittler and Ragans (Glencoe Publications)
Art in Focus, Mittler(Glencoe Publications)
The Great Courses video, From Monet to Van Gogh, Richard Brettell
Classroom library of art books, binders of photos, Scholastic art magazines
Classroom light tables, Classroom kiln
Paradise High School library books and computer lab
Paradise Public library display cases
Paradise Dept. of Recreation and Parks art contests
Gold Nugget Museum student art exhibit competition
Silver Dollar Fair student art and school booth competition